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2. Stakeholder perspectives on the barriers and facilitators of engagement in healthy lifestyle behaviours in underrepresented adolescents:a focus group study from the European SEEDS project

Author

Wargers, Annemieke, Elphick, Christopher M., Mölenberg, Famke J.M., Senequier, Amandine, Manios, Yannis, Mavrogianni, Christina, Murray, Claire, Queral, Judit, Tarro, Lucia, Williams, Craig A., Vlachopoulos, Dimitris, Jansen, Wilma, Wargers, Annemieke, Elphick, Christopher M., Mölenberg, Famke J.M., Senequier, Amandine, Manios, Yannis, Mavrogianni, Christina, Murray, Claire, Queral, Judit, Tarro, Lucia, Williams, Craig A., Vlachopoulos, Dimitris, and Jansen, Wilma

Abstract

Background: Obesity in adolescence has increased in the last decades. Adolescents fail to meet the recommended guidelines for physical activity (PA) and healthy diet. Adolescents with a low socioeconomic status (SES) particularly seem to have fewer healthy lifestyle behaviours. The European Science Engagement to Empower aDolescentS (SEEDS) project used an extreme citizen science approach to develop and implement healthy lifestyle behaviour interventions in high schools. As part of this project, key stakeholders were invited to reflect on the intentions of adolescents to engage in healthy lifestyle behaviours. The aim of this study was to gain stakeholder insights into the barriers and facilitators to healthy lifestyle behaviours of adolescents from low SES areas and on the possible role of these stakeholders in facilitating healthy lifestyle behaviours. Methods: Six semi-structured focus groups were conducted in four European countries with 28 stakeholders from different settings (schools, community, and government), like teachers, policy advisors and youth workers. The theoretical framework of focus groups was based on the Theory of Planned Behaviour. The main questions of the focus groups were centred on PA and healthy diet. The focus groups were qualitatively analysed in NVivo using thematic analysis to identify topics and themes. Results: According to stakeholders, adolescents have sufficient understanding of the importance of PA and a healthy diet, but nevertheless engage in unhealthy behaviour. Parents were mentioned as important facilitators for engaging adolescents in healthy lifestyle behaviours. Stakeholders listed lack of knowledge, time, and financial resources as barriers for adolescents from low SES families to engage in healthy lifestyle behaviours. The school environment was listed as an important facilitator of adolescents’ healthy lifestyle changes, but stakeholders acknowledged that curren

Published
2024

3. Exploring the implications of genetic testing in mental health care

Author

Elphick, Christopher and Hughes, Stephen

Subjects
300, Mental Health Psychiatric Genetics Genetic Testing Clinical Implications
Abstract

Now is a time of dramatic change in mental health care as the world is witnessing a proliferation of research into the genetics of mental disorders. Despite several genetic test developments there is a paucity of qualitative research exploring the issues concerning its potential future introduction. This inspired my primary research question: What are the main implications regarding the developments being made in genetic testing for mental disorders in terms of their proposed introduction in a clinical setting? This was investigated through 33 semi-structured interviews with a range of psychiatric professionals from a single NHS trust location in the South West of England. As research has demonstrated that different medical professionals consider issues in mental health care in different ways (Colombo, et al. 2003 ; Fulford and Colombo, 2004) participants’ personal constructs of mental disorder were examined to see if their accounts of the tests differed on the basis of their unique conceptualisations of mental distress. An additional component feature in this research relates to what these developments may ultimately represent or provide psychiatry and mental health care as a result of being able to consider mental disorders in terms of underlying biology. Historically there has been a persistent attempt to determine the underlying genetic components of mental distress, however, this always seems to fail or the next big development is always ‘just around the corner’ - this observation is considered when the major developments in psychiatric genetics are examined in light of the sociological field of the ‘promissory nature of science’ (Borup, et al. 2006) - I suggest that the developments in genetic testing for mental distress represent an iconic continuation of this process. Interview transcripts were subjected to thematic analysis and five themes were developed that cover aspects such as how the tests’ introduction will alter perceptions in mental health care, issues concerning the tests’ practical impact, their possible shortcomings, and how they may alter clinical practice. My findings indicate that, in the majority of themes, personal approaches to mental disorder do appear to influence participants’ accounts of the tests. The overall trend is that if an interviewee personally endorsed a biological approach to understanding mental disorder they would be willing to see the tests used in clinical practice. There were two areas of thematic agreement between all psychiatric professionals regardless of their conceptualisations of mental disorder. These concerned the impacts genetic testing could have on different aspects of the legitimacy of mental disorders and the significance of using the tests to aid in treatment rather than diagnosis. Implications of my thematic findings for patient groups, mental health services, and policy makers are discussed.

Published
2013

4. Citizen Science to improve healthy and active living among adolescents in four European countries: a protocol of the cluster randomised controlled trial of the Science Engagement to Empower aDolescentS (SEEDS) project

Author

Wargers, Annemieke, primary, Queral, Judit, additional, Mölenberg, Famke JM, additional, Tarro, Lucia, additional, Elphick, Christopher M, additional, Kalogerakou, Electra, additional, Karagiannis, Alexandros, additional, Llauradó, Elisabet, additional, Manios, Yannis, additional, Mavrogianni, Christina, additional, Murray, Claire, additional, Vlachopoulos, Dimitris, additional, Williams, Craig A, additional, Jansen, Wilma, additional, and Solà, Rosa, additional

Published
2023
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5. Citizen Science to improve healthy and active living among adolescents in four European countries:a protocol of the cluster randomised controlled trial of the Science Engagement to Empower aDolescentS (SEEDS) project

Author

Wargers, Annemieke, Queral, Judit, Mölenberg, Famke Jm, Tarro, Lucia, Elphick, Christopher M., Kalogerakou, Electra, Karagiannis, Alexandros, Llauradó, Elisabet, Manios, Yannis, Mavrogianni, Christina, Murray, Claire, Vlachopoulos, Dimitris, Williams, Craig A., Jansen, Wilma, Solà, Rosa, Wargers, Annemieke, Queral, Judit, Mölenberg, Famke Jm, Tarro, Lucia, Elphick, Christopher M., Kalogerakou, Electra, Karagiannis, Alexandros, Llauradó, Elisabet, Manios, Yannis, Mavrogianni, Christina, Murray, Claire, Vlachopoulos, Dimitris, Williams, Craig A., Jansen, Wilma, and Solà, Rosa

Abstract

INTRODUCTION: Improving healthy lifestyles of adolescents is challenging. Citizen Science is a way to engage them in the design and delivery of interventions, and may also increase their interest in science, technology, engineering and mathematics (STEM). The Science Engagement to Empower aDolescentS (SEEDS) project aims to use an equity-lens, and engage and empower boys and girls from deprived areas by designing and cocreating interventions to promote healthy lifestyles, and to seed interest in STEM. METHODS AND ANALYSIS: SEEDS is a cluster randomised controlled trial in four countries (Greece, the Netherlands, Spain and the UK). Each country will recruit six to eight high schools from lower socioeconomic neighbourhoods. Adolescents aged 13-15 years are the target population. High schools will be randomised into intervention or control group. Each country will select 15 adolescents from intervention schools called ambassadors, who will be involved throughout the project.In each country, focus groups with ambassadors and stakeholders will focus on physical activity, snacking behaviour and STEM. The input from focus groups will be used to shape Makeathon events, cocreation events where adolescents and stakeholders will develop the interventions. The resultant intervention will be implemented in the intervention schools during 6 months. In total, we aim to recruit 720 adolescents who will complete questionnaires related to healthy lifestyles and STEM outcomes at baseline (November 2021) and after the 6 months (June 2022). ETHICS AND DISSEMINATION: The four countries obtained approval from their corresponding Ethics Committees (Greece: Bioethics Committee of Harokopio University; the Netherlands: The Medical Research Ethics Committee of the Erasmus Medical Center; Spain: The Drug Research Ethics Committee of the Pere Virgili Health Research Institute; UK: Sport and Health Sciences Ethics Committee of the University of Exeter). Informed consent will be collected from

Published
2023

6. Best practices by participatory research to engage adolescents for increasing STEM interest: Scoping review

Author

Tarro, Lucía, Ribé, Elisabet, Alberich, Rosa, Añó, Judit, Murray, Claire, Senequier, Amandine, Vlachopoulos, Dimitris, Elphick, Christopher, Williams, Craig, Manios, Yannis, Mavrogianni, Christina, Karagiannis, Alexandros, and Mölenberg, Famke

Subjects
Engineering, Keywords: adolescents, teen, youth, participatory research, crowdsourcing, community science, volunteering, citizen science, STEM, STEM education, STEM careers, engagement, empowerment, critical thinking, Physical Sciences and Mathematics, Life Sciences, Education
Abstract

The best practices in participatory research (PR) are the methods identified as most effective. (1) However, the best method in PR studies to increase Science, Technology, Engineering and Mathematics (STEM) interest in adolescents remains a challenge. There are different types of PR methodologies, such as community-engaged research, community-based participatory research (CBPR), participatory action research, and citizen science (CS), among others. (2) The more widely recognized PR approach is CBPR. (3) Moreover, CS has intrinsic links with CBPR and it can take local approaches to problem solving to a global scale. (4) In particular, the term CS is in a state of flux, although it is generally agreed that it refers to the inclusion of members of the public in some aspects of scientific research. (5) In the last few years, appeared different definitions of CS. In 2014 the Oxford English Dictionary (OED) described the CS as a "scientific work undertaken by members of the general public, often in collaboration with or under the direction of professional scientists and scientific institutions”. (6) Bonney et al. in 2016 suggested that future modifications of the OED definition should highlight the diversity, scale, and value of CS projects from both strands, the “democratic” CS (which emphasizes the responsibility of science to society) and the “participatory” CS (people contribute observations or efforts to the scientific enterprise). (7,8) The CS can be characterized in different forms, as a tool (instrumentally), as part of a movement and as a knowledge-producing capacity of society. The form that matches more to the goal of this scoping review is to see the CS as a tool. When CS is considered as a tool or method of research collaboration, it is associated with the potential for significant benefits for volunteers, such as the article of Bonney et al. (2009) about the Cornell Lab of Ornithology.(6,7) In addition, there are different levels of participation and engagement in CS projects from the most basic level, the "crowdsourcing", in this level the participation of citizens is limited to the provision of resources, and the cognitive engagement is minimal. To "extreme citizen science" where professional and non-professional scientists are involved in deciding on which scientific problems to work on, in collecting data, in the analysis and publication or utilisation of results. Citizens can choose their level of engagement. (9) Over the past few years, STEM careers are associated with the most advanced and productive sectors of the job market in the European Union and the world (10) while only the 25% of boys and 24% of girls reported that they expect to work in STEM occupations. (11) Students’ science interest, including STEM interest, declines during adolescence, corresponding with the early years of secondary education. (12) For this reason, the target population for this scoping review to identify best practices to increase STEM interest by PR will be adolescents, between 11-18 years old. A possible way to increase interest in STEM is to involve the adolescents in the study by PR because this methodology aims to recognize subjects as researchers themselves (13) and to expand their knowledge about a professional field. (14) However, all aspects exposed have not been comprehensively reviewed, leading us to propose the present scoping review. (15) In this context, the research question generated is: 1. What are the best practices to engage effectively adolescents in STEM interest by PR? References: 1. Israel BA , Eng E , Schulz AJ , et al . Methods for community-based participatory research for health. 2nd Edn: Jossey-Bass, 2012. 2. English PB, Richardson MJ, Garzón-Galvis C. From Crowdsourcing to Extreme Citizen Science: Participatory Research for Environmental Health. Annu Rev Public Health. 2018;39:335-350. 3. Cargo M, Mercer SL. The Value and Challenges of Participatory Research: Strengthening Its Practice. Annu Rev Public Health [Internet]. 2008; 29(1):325–50. Available from: http://www.annualreviews.org/doi/10.1146/annurev.publhealth.29.091307.083824 4. Katapally TR. The SMART Framework: Integration of Citizen Science, Community-Based Participatory Research, and Systems Science for Population Health Science in the Digital Age. JMIR Mhealth Uhealth. 2019;7(8):e14056. 5. Eitzel, M.V., Cappadonna, J.L., Santos-Lang, C., Duerr, R.E., Virapongse, A., West, S.E., Kyba, C.C.M., Bowser, A., Cooper, C.B., Sforzi, A., Metcalfe, A.N., Harris, E.S., et al. 2017. Citizen Science Terminology Matters: Exploring Key Terms. Citizen Science: Theory and Practice. 2017; 2(1), p.1. 6. OED (2016a). “citizen science”. Oxford English Dictionary, Available at: http://www.oed.com/view/Entry/33513?redirectedFrom=citizen+science#eid316619123 7. Bonney, Rick & Cooper, Caren & Dickinson, Janis & Kelling, Steve & Phillips, Tina & Rosenberg, Kenneth & Shirk, Jennifer. Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy. BioScience. 2009; 59:977-984. 8. Cooper, C.B. and Lewenstein, B.V. (2016). Two meanings of Citizen Science In: Cavalier, D. ed. The Rightful Place of Science: Citizen Science. Tempe, AZ: Arizona State University Press, pp. 51–62. 9. Haklay, M. (2013). Citizen Science and Volunteered Geographic Information: Overview and Typology of Participation. In: Sui, D., Elwood, S., Goodchild, M. (eds) Crowdsourcing Geographic Knowledge. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4587-2_7 10. OECD. PISA 2012 Results: Ready to Learn Students' Engagement, Drive and Self-Beliefs. 2013;3. 11. OECD. PISA 2015 Results in Focus. 2018. 12. Taskinen PH, Schütte K, Prenzel M. Adolescents’ motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept. Educ Res Eval. 2013;19(8):717–33. 13. PALADIN. Participatory Adult Learning, Documentation and Information Networking [Internet]. [cited 2022 Mar 24]. Available from: https://aladin.uil.unesco.org/paldin/courses.html 14. Participatory Action Research and Evaluation. Organizing Engagement [Internet]. [cited 2022 Mar 24]. Available from: https://organizingengagement.org/models/participatory-action-research-and-evaluation/ 15. Peters MDJ, Godfrey C, McInerney P, Khalil H, Larsen P, Marnie C, Pollock D, Tricco AC, Munn Z. Best practice guidance and reporting items for the development of scoping review protocols. JBI Evid Synth. 2022;20(4):953-968.

Published
2022
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8. FLOODING AND PREDATION: TRADE-OFFS IN THE NESTING ECOLOGY OF TIDAL-MARSH SPARROWS.

Author

Greenberg, Russell, Elphick, Christopher, Nordby, J. Cully, Gjerdrum, Carina, Spautz, Hildie, Shriver, Gregory, Schmeling, Barbara, Olsen, Brian, Marra, Peter, Nur, Nadav, and Winter, Maiken

Abstract

Copyright of Studies in Avian Biology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2006

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